CIRCULAR 
OF INFORMATION 

Concerning ^ ^ 1 *^ '^ ^ 

The Teacher Traming Course 
in High Schools 

and 

The Issuance of State Certificates 

to Graduates of Private and 

Denominational Schools 

In West Virginia 

1921 



Prepared by 
J. F. MARSH, Secretary 



Issued by 

THE STATE BOARD 

OF EDUCATION 



CIRCULAR 
OF INFORMATION 

Concerning 

The Teacher Training Course 
in High Schools 

and 

The Issuance of State Certificates 

to Graduates of Private and 

Denominational Schools 

In West Virginia 

1921 



Prepared by 
J. F. MARSH, Secretary 



Issued by 

THE STATE BOARD 

A 

OF EDUCATION 






TRIBUNE PRINTING CO., CHARLESTON, W. VA. 

I LIBRARY OF CONGRESS 

I SEP 3 1936 

I n!\?!5!nN OF DOCUMiENTS 



FOREWORD 



This bulletin is intended as a general guide for students inter- 
estaed in preparing themselves for the profession of teaching in 
West Virginia and desiring to meet the requirements for certificates 
upon graduation; also, for the use of persons responsible for the 
administration of schools and departments preparing teachers. 
Here and there teacher-training by both students and adminis- 
trators is taken too lightly. The State Board of Education hopes 
that all concerned will carry out the state requirements with 
great care on account of the importance of the business of train- 
ing the teachers of the future citizens of our state. 

The regulations and courses of study found in this bulletin are 
based upon reports and recommendations made by the leading 
educators and normal training teachers of our state. The State 
Board of Education found these reports varying in many details 
and has tried in these pages to follow the best combined thought 
expressed in the recommendations referred to. Any one following 
these directions will easily understand that they may not meet 
all individual opinions. The State Board of Education appreciates 
the co-operation of persons working in teacher-training depart- 
ments and invites suggestions and constructive criticism at all 
times. 

STATE BOARD OF EDUCATION, 

Charleston, West Virginia. 



ROUTINE PROCEDURE FOR ALL TEACHER-TRAINING 



Confusion and delays are sometimes caused of the lack of a clear 
understanding of procedure on the part of persons in charge of 
teacher-training work in institutions. The following notes indi- 
cate the simple method of securing approval of candidates, and the 
issuance of certificates based upon the completion of courses: 

1. Preliminary Notice. The institution should give the 
State Board of Education notice of its intention to train certain 
classes of teachers so that proper instructions can be forwarded 
before the classes are organized. 

2. Preliminary Report. The State Board of Education 
furnishes to normal training departments report forms that should 
be made out soon after school opens showing what work candidates 
have completed and what work they propose to do during the 
year. This will enable representatives of the State Board of 
Education to determine whether the candidate will be eligible for 
a certificate, and to make suggestions concerning changes that 
should be made in any pupil's course of study. Unless such prelimi- 
nary reports are made candidates may be disappointed at the end 
of the year because of a failure to meet state regulations. 

3. State Visitor. The State Board of Education will send £ 
representative to each teacher-training institution as early in the 
year as possible. This agent will meet the instructors in teacher- 
training, look into the methods, examine the equipment, and 
meet the members of the normal training classes for a general 
conference. In urgent cases the State Board will attempt to have 
a representative make the visit very early in the school year and 
at other times on special request. 

4. Final Report. At the close of the year the head of the 
normal training department or institution will be requested to 
make a final report showing what students have completed courses 
in accordance with the requirements of the State Board. Forms 
will be furnished for such reports. 

5. Application for Certificate. Applicants approved by the 
State Board of Education will be furnished special forms for 
making application for the certificates. These may be made in 
bulk through the head of the department or institution or by the 
applicants individually. It is important to distinguish between 
the final reports and the applications. The reports should show 



ClECULAB OF InFOKMATION 



all students recommended for certificates whether such students 
ever expect to apply for certificates. In sending remittances for 
fees be sure to indicate clearly the names of the applicants whose 
fees are being paid. No certificates are issued until formal applica- 
tion and the required fees are received. 

HIGH SCHOOL CERTIFICATES 

1. The institution offering candidates for this certificate must 
meet the general standards set up by the State Board of Educa- 
tion as to income, equipment, faculty and organization for the 
granting of baccalaureate degrees. 

2. The institution must notify the State Board of Education 
of its intention to prepare and offer candidates for certification. 
Such notice should be given to the State Board of Education before 
or soon after school opens so that a proper understanding can 
be reached concerning the work to be done by students who expect 
to secure certificates upon graduation. 

3. The applicant for the regular high school certificate must 
have a standard college degree or equivalent training. 

4. Observation and practice teaching satisfactory in quality 
and quantity miust be done. A minimum of two semester hours 
will be required. Further suggestions concerning this work will 
be given below. 

5. The applicant must complete at least twenty semester 
hours of college professional work. As a rule a large proportion 
of this work, at least one-half, should be given in the Junior and 
Senior years of college. Since there is sometimes a question as to 
the acceptance*of certain types of professional work at full value, 
it is the better policy for the private and denominational schools 
of our state to give candidates twenty-two to twenty-four semester 
hours in professional subjects. A partial list of professional sub- 
jects recommended follows: 

Psychology (general) Vocational Education 

Psychology (special) Educational Measurements 

History of Education Special Methbds 

Administration and Supervision Observation and Directed Teaching 

Principles of Learning and Teaching Educational Sociology 

Child Study Physical Education 

Philosophy of Education Education of Abnormal Children 

Prmciples of Education 



Concerning Teachers Training Course 



SPECIAL CERTIFICATES 

Drawing, Music and Writing 

The general requirements for securing such certificates upon 
graduation are as follows: 

1. High school English at least 2 units 

2. Professional subjects 6 semester hours 

(See list under high school certificates) 

3. A special course in the subject or subjects to be taught 

under the special certificate including the allied sub- 
jects — at least 2 years 

Other Special Certificates 

Special certificates for teaching such subjects as agricvilture, 
home economics, manual training, commercial subjects, 

and other special subjects not included above may be secured upon 
the completion of courses meeting the following general conditions: 

1. High school English at least 3 units 

2. Professional subjects 10 semester hours 

(See list under high school certificates) 

3. Special subjects and related subjects 2 years 

If the holder of such a certificate expects to teach in a standard 
high school, it will be necessary, under most circumstances, to 
show evidence of the completion of a standard collegiate course. 

Applicants for special certificates under either of the headings 
above should understand that such certificates represent thorough 
training for teaching that special subject and that such certificates 
cannot be granted as an accommodation to persons who did not 
have teaching in mind when taking training in any special subject. 

Special Courses in Institutions 

Institutions desiring to offer special courses in any of the subjects 
suggested above should submit an outline of the course to the 
State Board of Education for approval so as to insure the issuance 
of the special certificate desired to applicants who complete such 
courses. 



CiRCUXAK OF Information 



The Standard Normal School Certificate 

(Note — ^Attention is directed to "Routine Procedure" on p. 5 of this bulletin) 

1. Definitions. The term unit as used in this circular rep- 
resents the study of a subject for thirty-six weeks, five periods a 
week, with a minimum of forty minutes to the period. Double 
periods (at least eighty minutes) in laboratory work and obser- 
vation and practice teaching should be counted as one forty-minute 
period in other subjects unless definite preparation and follow-up 
work are required for such exercises to take the place of the prepa- 
ration necessary in the regular subjects. 

Semester hour means the study of a subject for eighteen 
weeks, one period a week, fifty-five minutes per each recitation, 
together with the necessary preparation for the recitation. 

2. High School or Preparatory Work. Students admitted 
to the standard normal course must present official evidence of 
graduation from a standard, first-class high school or of completion 
of a course of study fully equivalent to such graduation. 

The State Board of Education does not prescribe the subjects 
to be taken in the high school course; but if a student does not 
have credit for the following subjects from the high school or 
preparatory school, he must obtain these credits in the normal 
school or normal department: 

United States History and Civics including West Virginia 

History 1 unit 

Music ^ Yz " 

Drawing 3^ " 

Home Economics (for girls) 1 " 

Manual Training (for boys) 1 " 

Agricultvu-e, general science, everyday chemistry, botany, 
nature study, physical and commercial geography — -from this 

group at least 1 " 

3. Normal School Work. Each candidate must present at 
least sixty-four semester hours of normal school work, that is, 
work taken in a school of higher rank than a high school whose 
work is approved by the State Board of Education. This normal 
school work consists of two kinds — professional and academic — of 
which at least twenty-eight semester hours must be professional 
and must include the following: 



CONCEKNING TEACHERS TRAINIKG COURSE 



I. Required Professional Subjects: 

1. Educational Psychology 4 semester hours 

2. Principles of Studying and Teaching 3 

3. Special Method including an analysis and a con- 

structive review of the common branches 6 

(Note— Students should give special attention to subjects that will prepare 
them for definite service in Teaching) 

4. School Management and Hygiene including phy- 
sical education 4 

5. Observation and Directed Teaching 3 

Total required 20 

II. Suggested Elective Professional Subjects (at least S 
semester hours): 

1. Supervised Study 

2. Measurements of Elementary School Achievement 

3. State and County School Administration 

4. Educational Sociology 

5. Physical Education 

6. Psychology of Childhood 

7. Philosophy of Education 

8. History of Education 

9. Special Methods 

(NoTE^Electives should be grouped so as to help the student prepare for some 
definite field of service in teaching) 

4. Instruction in Professional Subjects. The State Board 
of Education will not presume to outline in detail the topics to be 
treated and the plan to be followed in teaching professional sub- 
jects. The atte^ition of the persons giving instruction in such 
subjects is directed to the following comments: 

(a) Lecturing which apes the custom that may be excused in 
certain graduate collegiate institutions has no place whatever in 
a normal school. It represents a type of teaching entirely opposite 
to that to be inculcated by the normal course and its use by persons 
who are permitted to instruct candidates for certificates may 
nullify to some extent the good work of several other teachers in 
the same school or department. 

(b) Discussions based upon well directed reading from up-to- 
date sources and reports and observations of actual conditions 
bearing upon the subject in hand should mark recitations in a 
normal department. 



10 CiECULAK OF Information 

(c) In the opinion of the representatives of the State Board of 
Education who have visited the normal departments of the state, 
considerable time is wasted in keeping elaborate notebooks which 
to some extent represent the copying of tables of contents and 
chapter headings and sub-headings of textbooks. If notebooks 
are kept, they should be considered more as plan books containing 
useful suggestive material and outlines that will be of practical 
assistance to the teacher when she takes up her regular work in the 
school room. In some cases they may be used as evidence of 
proper preparation on the part of students. 

(d) Persons giving instruction in professional subjects are to be 
encouraged in their effort to give emphasis to deep-lying fundamen- 
tal principles rather than to details and devices. On the other 
hand, the students should be led to make enough applications of 
such principles to actual conditions to give the prospective teacher 
a clue to making further applications when she takes up her regular 
work. 

5. Observation and Practice Teaching. Most of this work 
should be done after the student has taken work in at least one 
of the first two subjects listed in the professional group above. 
Before making observation the students should be fully prepared 
for profitable visiting and should be required to analyze their 
observations on a scientific background vvith the teacher observed 
present if possible. There is some danger that candidates for 
normal school certificates get a set or narrow view of school room 
problems by overspecializing in a certain grade or in a certain 
type of school. While most of the work may necessarily be done 
in one school, the students should be required to observe different 
types of work under a variety of conditions. The plan adopted 
by some schools of having students in mormal classes visit the 
home school during the vacation and make a report on returning 
to the normal proves profitable. 

Practice teaching should be an important feature of the 
standard normal school course. In beginning the exercises should 
be preceded by a careful preparation on the part of the pupil 
teacher — organizing subject matter and planning the procedure 
of the lesson with the teacher of the normal class and if possible 
by consultation with the teacher in charge of the practice class. 
The teaching of the lesson should be followed by a conference of 
the students with the supervising instructor. In the opinion of 
the State Board of Education it is better to have fewer teaching 



Concerning Teachers Training Course 11 

exercises with better preparation and intensive discussion of each 
exercise. Before completing the course each candidate for a 
normal school diploma should spend a few weeks if possible, in 
actual charge of a room or school under proper supervision. 

The institution presenting candidates for teachers' certificates 
must have a practice school of its own or have suitable arrange- 
ments with the public school for observation and practice teaching. 
As a minimum the training school should be a well equipped and 
organized ungraded school, or two or three grades each of primary 
and grammar grade pupils. The training school classes should be 
of reasonable size — from eight to fifteen pupils. The observation 
and practice teaching should be under the direct control and close 
supervision of the critic teacher of the institution. Directions for 
observation should be given the students and lesson plans for 
practice teaching should be submitted to the training teacher by 
the students before teaching. Regular conferences should be held 
on the observation work and on the practice teaching. 

The value of training school work depends upon close super- 
vision and the skill and energy on the part of the critic teacher in 
directing the pupil teacher. As a means of professional prepara- 
tion, teaching without close supervision is a waste of time and 
energy. The work of well-trained critic teachers alone will be 
acceptable. There must be a sufficient number of critic teachers 
to direct properly the observation and pupil teaching. 

6. Academic Subjects in Normal Course. In addition to 
the professional work of the standard normal course outlined 
above, each candidate for a standard normal certificate must 
present enough approved academic work done in the normal 
school department to make a total with the professional work 
of sixty-four semester hours. 

The State Board of Education does not prescribe the academic 
work to be taken in the normal school department, but it sets 
forth the following regulations: 

(a) If the student has not earned credits in the subjects listed under "2" 
on page 8, he must obtain these credits in the normal school department. 

(bj The fact that the student has had any of the subjects, referred to in the 
preceding paragraph, in the high school or preparatory course, does no prevent 
her taking advanced work in these subjects in the normal school department. 

(c) A student may not be credited with more than three units each in foreign 
language or in mathematics in the secondary and norm.al courses combined. 

(d) As a general rule the academic work taken by any normal school student 
should be organized so as to make the student proficient in the subjects she 



12 Circular of lNFORMATiO]sr 



is to teach, and to give lier a scientific, sympathetic attitude toward the problems 
with which she will deal as a teacher. Some members of each class should make 
special preparation in some subject like writing, drawing, music, or physical 
education as there is a strong demand for persons, who can teach or supervise 
these subjects. 

7. Library. Each school offering candidates for certification 
should have a professional library of at least two hundred and 
fifty volumes. These volumes should be carefully selected with 
regard to the trend of modern education. They should be selected 
with regard also to the proper proportion of books to each of the 
divisions of professional subjects indicated in the outline pro- 
posed in this statement. Some of the more valuable new books 
should be added from time to time. 

A list of the professional books should be filed with the Secretary 
of the State Board. The library should also be supplied with a 
number of the better educational journals for use of the normal 
classes, including the West Virginia Journal-Educatior. 

Teachers of professional subjects and training teachers should 
plan definite library work for all students of the Normal Course. 

8. Equipment. The equipment including laboratories must 
represent the best standards for junior and senior colleges. 

THE SHORT COURSE 

General Regulations 

(Note— Attention is directed to "Routine Procedure" on p. 5 of this bulletin) 

1. The high school offering this course must be first-class in 
every respect. Other institutions giving the course must meet 
similar standards. 

2. The teachers composing the faculty of such schools must be 
acceptable to the State Board of Education. 

3. The training teacher must have the direct approval of the 
State Board of Education. She should have training equivalent 
to graduation from a standard college with at least twenty semester 
hours of credit in professional subjects. As a general rule such 
teachers must have educational subjects as a major in the col- 
legiate course completed. Teachers who have not had successful 
experience should not be employed as normal training teachers. 
The credentials of normal training teachers should be sent to the 
State Board for approval before school opens. 



Concerning Teachers Training Course 13 

4. The school maintaining this course must have a combined 
enrollment of at least twenty students definitely assigned to the 
junior and senior years of the course. 

5. The work taken by each student in the normal department 
must be approved by a representative of the State Board of Edu- 
cation, and the candidates must be recommended by the State 
Board of Education before certificates are granted. 

6. The school must have under its control a training school for 
observation and directed teaching; and, should have one or more 
rural schools for this purpose. 

7. Students may be given a limited amount of credit for work 
done out of residence if the work is properly supervised and ade- 
quately tested when completed. 

8. The school giving this course must have a library of at least 
100 volumes of approved professional books. A suggested list 
will be found on the last pages of this bulletin. 

Short Course of Study 
I. Required Professional Subjects: 

1 . Principles of Education or General Method 3^ unit 

2. Principles of Learning and Teaching including Elementar\" 

Psychology 3^ " 

3. School Room Management Yi " 

4. Special Methods in the Fundamental Subjects including 

Analylitical Review of Subject Matter Y^ " 

5. Observation and Directed Teaching Yi " 



Total 2K units 

JI, Required Academic Subjects: 

1. English 3 units 

2. History (U. S. since 1700) and Civics 1 unit 

3. Agriculture, Rural economics, Nature Study, Gardening, or 

Home Planning — from this group at least 1 " 

4. Home Economics (for girls) \ " 1 " 

Industrial Arts (for boys) S 

5. Drawing Y " 

6. Music K " 

7. General Science, Everyday Chemistry, Botany or Elemen- 

tary Biology — from this group 1 " 

8. Rural Sociology and Eponomics Y " 

9. Sanitation and Hygiene Y " 



Total 9 units 



14 Circular of Information 



III. Elective Academic Subjects : 

Four and one-half units elective from the following list of subjects: 

1. English 1 unit 

2. Botany 1 " 

3. Chemistiy 1 " 

4. Physics 1 " 

5. Entomology 1 " 

6. Horticulture 1 " 

7. School Gardening J^ " 

8. Poultry Raising H " 

9. Algebra 1 " 

10. Geometry. 1 " 

11. Ancient and Mediajval History. 1 " 

12. English History' or Modem European History 1 " 

13. Current Events H " 

14. Commercial Geography . K " 

15. Home Econom.ics Yi " 

16. Industrial Arts Yi " 

17. Vocational Guidance 1 " 

18. Conservation and Production. 1 " 

Suggestions Concerning Professional Subjects 

The following brief suggestions concerning the required profes- 
sional subjects will indicate some leading principles and aims to be 
kept in mind by the teachers of these subjects. 

Principles of Education, One-half Unit 

A modern textbook should be used — studied and taught — not 
simply read and recited. The library should furnish suitable 
books and periodical lietrature to supplement the textbook. The 
purpose of this course is to make clear and concrete the meaning 
of education in a republic. 

The course should furnish a definite and appreciative notion 
of the meaning of education, its economic and social values. 

The course in the principles of education should enable the 
student to develop a clear notion of the need of good schools, their 
economic and social values; the aims of life-happiness, moral 
development, service and utility, good will and toleration; the 
nature and value of knowledge; what studies and knowledge have 
contributed most to modern civilization; the hereditary nature 
of man — his instincts and capacities; the changes needed in boys 
and girls to insure useful lives; democratic and undemocratic 



Concerning Teachers Training Course 15 

schools; industrial society in a republic; the educative value of 
labor; production, exchange, and consumption; the changing 
civilization and adaptations of schools to meet these changes in 
civilization. 

See Library List for reference books. 
Principles of Learning and Teaching, One-half Unit 

This course consists of reading, class work, and observation of 
good teaching. These three phases of the course should be carried 
on together. The class should observe teaching twice a week for 
half the first semester. These observation lessons should be well 
planned and prepared for by the students; they should be dis- 
cussed in class on the basis of principles of learning and teaching. 
The observation work is a part of the laboratory for the text- 
book work and class discussion. When the directed teaching 
begins it completes the laboratory part of this course. 

This course should enable the students to see clearly the differ- 
ence between economical and wasteful ways of learning. There 
are many ways to learn but only one most economic and effective 
way. There are a few principles of learning and teaching that 
secure economic and effective learning. These principles should 
be illustrated by observation of teaching until they are clear, studied 
and discussed in class until they are thoroughly understood, and 
applied in directed teaching until the student is facile in their use. 

See Library List for reference books. 

School Room Management, One-Half Unit 

For this course the student should have a good, brief test. The 
library should supply abundant supplementary material. The 
purpose of the course is to teach by reading, discussion, and demon- 
stration or example, the most favorable school conditions for 
learning. Do not permit the course to get to the low level of 
manipulating the routine of the school room and the mechanical 
control of the children; such things are incidental to the course. 

When all the conditions for learning are favorable the school 
room is well managed. School room management is a means to 
learning. It is also an end in the sense that in the school children 
have a fine opportunity to learn self control, to take and give, tOi 



16 CiKCULAR OF Information 

co-operate and serve. The school may be the most democratic 
institution in our republic — too often it is a suitable monarchy. 
There are few better opportunities to teach American citizenship 
than in the school room management. 
See Library List for reference books. 

Special Methods in the Fundamental Subjects, One-Half 

Unit 

This subject may be considered in connection with Principles 
of Learning and Teaching, or rather as an application of the 
Principles of Learning and Teaching to the common branches. 
The study of this subject should show how scientific educational 
principles may guide instruction in difTerent subjects under vary- 
ing conditions. 

Complaint is often made that teachers who have completed the 
Short Course do not understand the essentials of the common 
branches. The proper study of Special Methods should give the 
prospective teacher a review of the essential facts of each subject 
and an appreciation of the relative importance of such facts. 

See Library List for reference books. 

Directed Teaching, One-Half Unit 

The directed teaching should begin about the middle of the 
first semester. Observation and the principles of learning and 
teaching should furnish the knowledge to do the teaching. There 
should be no tria] and error method used in this course; neither 
the children nor the student teacher can afford such procedure. 
The subject matter to be taught must be well understood by the 
student teacher, the lesson well planned, each lesson supervised 
by the training teacher, and later analyzed and discussed with the 
student teacher. We learn to do by knowing not by merely doing. 
Poor teaching fixes and perpetuates poorer teaching. 

The directed teaching should be distributed according to the 
facility with which the process is learned. Some students attain 
reasonable efficiency in shorter time than others; no one should 
be recommended for certification until teaching efficiency has 
been demonstrated. It is for the training teacher to see that 
quality of the directed teaching is of high degree in economic and 
educative value. 
1^ See Library List for reference books. 



Concerning Teachers Training Course 



17 



A SAMPLE PLAN FOR DIRECTED TEACHING 

Below is an outline of a year's work in practice teaching made out 
by Miss Mabel Carney, of Columbia University, and used in the 
High School Training Classes of Minnesota. It is not prescribed 
for West Virginia, but is given here as a general suggestion, and as 
a basis of comparison and discussion. Schools wishing to follow 
this outline may do so by reducing the work of each division 
to bring the total within the requirements for our state. 



THE CARNEY OUTLINE 

First Semester 

Time Kind of Teaching Chief Enaphasis 



Kind of Lesson 
Plan 



L Two Weeks Observation and Preparation; 

General class procedure 
and management. 
Steps of procedure. 
Simple outline. 



Oral and written 
discussions of 
work seen. 



2 weeks Group Teaching (pref- Technique; drilllessons Class procedure 
erably of classes observed above) and class m.anage- outlined. 



1 week Rural Visiting and Obser- 
vation. 

1 weeks number Teaching; dis- 
cussions of rural school visits. 



ment. 
Study of rural school 

conditions. 
Study of rural school 

conditions. 



H. Twelve Weeks Group Teaching ; 



(3 m.onths) 

[Arithmetic, 

1 Grades 3 and 4; 
1st month {Reading, grades 

2 and 5 or Up- 
per 2. 

2nd month { Lang., grades 
20 or 30 in a day * 3, 4, 5 and 6; 

j Phonics, grades 
^ 1 and 2. 



Class technique. 
Drill lessons; motiva- 
tion and assignments. 



Drill lessons, motiva- 
tion and assignments 



Special reports of 
observations. 

Summary of points 
made in discus- 
sions each day. 



Complete. 
Detailed 
chiefly. 



plans 



plans 



Detailed 

chiefly. 
Outline plans f 

phonics. 



18 CiEctxAK OF Information 



3rd month and 6 



Geography, 4, 5 Inductive lessons; mo- Detailed plans for 

tivation; organiza- Geography, 
tion; questioning; as- 

I Spelling, 3 and sig ments. Outline plans for 

U. Detailed planning. Spelling. 



Second Semester 

Time Kind of Teaching Chief Emphasis Kind of Lesson 

Plan 

III. Eight Weeks Room Teaching : 

(2 months) (Grades 1 to 8 inclusive) (a) Special methods in Outline plans; 

the subjects taught. Complete plans 
Bird's eye view of every subject (b) Discipline and room required occa- 
all through grades. managem.ent. sionally. 

( Language (a) Special methods in Outline plans; 

1st month < Graimnar the subjects taught. complete plans 

( Geography ' required occa- 

sionally. 
2nd month j History (b) Discipline and room Complete plans for 

( Reading management. History. 

Outline plans for 
Reading. 

IV. Two Weeks Rural School Practice : 

Management of all Class procedure 
grades at once. outlined. 

V. Eight Weeks Spring Primary Class : 



Starting beginning Complete plans for 
children. • Reading. 

Outline plans for 
other subjects. 



LIBRARY FOR SHORT COURSE 

The normal school faculty may select the additional books for the professional 
library. The following are suggested for the subjects listed: 

I. Principles of Education : 

Thorndike, Education a First Book — -Macmillan Company. 
Edist, Concrete and Practical Modern Education — Houghton-Mifllin 
Company. 



CONCEENING TeACHEKS TkAINING COtTKSE 19 



Judd, The Evolution of a Democratic School System— Houghton-Mifflin 

Company. 
Weeks, The Education of Tomorrow— Sturgiss and Watkins Company. 
Swift Learning and Doing — ^Bobbs-Merrill Company. 
Key, Education of the Child — Putnam's Sons. 
Gilbert, The School and Its Life. 
Judd, Introduction to the Scientific Study of Education— Ginn & Company. 

II. Principles of Learning and Teaching: 

Betts, The Recitation — ^Houghton-Mifilin Compam-. 
Eai-hart, Types of Teaching — Houghton-Mifilin Company. 
La Rue, The Science and Art of Teaching— American Book Company. 
Freeman, How Children Learn— Houghton-Mifilin Company 
Hazlett, Thinking as a Science — Dutton and Company. 
Earhart, Teaching Children to Study— Houghton-Mifilin Co. 
Chapm.an and Rush, Scientific Measurem_ent of Class Room Products- 
Silver Burdett & Co. 
Thorndike, Principles of Teaching— A. G. Seller Company, New York. 
Llall and Hall, The Question as a Factor in Teaching. 
Strayer- Brief Course in the Teaching Process— The Macmillan Company. 
Waddle, Introduction to Child Psychology— Houghton-Mifilin Company. 

III. School Room Management: 

Wilkinson, Rural School Management— Silver Burdett & Co. 

Dutton, School Management — Scribner's Sons. 

Bennett, School EfTiciency — -Ginn & Co. 

Foght, The Rural Teacher and His Work— Macmillan Company. 

Betts, New Ideals in Rural Schools— Houghton-Mifilin Company. 

Morehouse, The Discipline of the School. 

Sears, Classroom Organization and Control— Houghton-Mifilin Company. 

IV. Special Methods: 

Parker, Teaching of Comnaon School Branches— Ginn & Co. 

Branson, Project Method in Education— R. G. B dger Company, New 

York. 
Johansen, Project in Ac ion in English— R. G. Badger Company, New 

York. 
Charters, Teaching the Common Branches— Houghton-lVIifllin Company. 
Briggs and Coffman, Reading in the Public Schools— Rowe, Peterson 

& Co. 
McMurry, Method of the Recitation. 

Special Methods in Conim.on Branches. 
Klapper, Teaching of Arithmetic. 
Teaching of English. 
Teaching of Reading. 
Dodge and Kirchwey, Teaching of Geography— Rand-McNally. 
Johnson, Teaching of History— The Macmillan Company. 
Trafton, Teaching of Science in the Elementary School. 



20 Circular of Information 



V. Observation and Directed Teaching: 

Nutt, Observation of Teaching. 

Maxwell, Observations of Teaching. 

Freeland, Elementary School Practice. 

Hall-Quest, Super\'ised Study — The Macinillan Company. 

VI. Miscellaneous Professional Books: 

Cubberley, Rural Life and Education — Houghton-Mifllin Company. 

Ivilpatrick, The Project Method — ^The Macmillan Company. 

LaRue, Psychology for Teachers. 

McMurry, How to Study — ^Houghton-Mifllin Company. 

Klapper, Principles of Educational Practice — ^D. Appleton and Company. 

Phillips, Elementary Psychology' — Ginn and Company. 

Terman, Measurement of Intelligence — -Houghton-A^ifflin Company. 

Chapman and Rush, Scientific Measurement of Classroom Products — 

Silver Burdette & Co. 
Wilson, Motivation of School Work — -Hough on-Mifflin Company. 



(Note — See list of professional books in bulletin "The High School Library 
List," published by the State Department of Education.) 

VII. Reports, Bulletins and Journals: 

State Department of Education — (A conaplete set of reports and bulletins 

will be furnished on request.) 
United States Bureau of Education. 
National Education Association. 
Journals — Each normal training school should have at 1 ast three or four 

standard educational journals including the West Virginia School 

Journal-Educator. 

VIII. Rural Sociology: 

Carney, Country Life and the Country- School — Rowe, Peterson & Co. 
Gillett, Constructive Rural Sociology — -Sturgiss and Walton. 
Cubberly, Rural Life and Education — ^Houghton-Mifflin Company. 
Frame, Scoring the Rural Community (a useful bulletin). Extension 
Division, College of Agriculture, Morgantown. 

IX. School Hygiene and Sanitation: 

Dressier, School Hygiene — ^The Macmillan Company. 

Allen, Civics and Health. 

Ogden, Rural Hygiene. 

Williams, Ayers and Wood, Healthful Schools. 

Terman, Hygiene of the Child — ^Houghton-Mifllin Company. 

Bulletins, State Departnaent of Health. 



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